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Focusing on the Efficiency of Cognitive Reading Comprehension Strategies for Comprehending Different Text Types by EFL Learners of Different Proficiency Levels
Get PDFThis study was designed to examine the effects of applying different cognitive reading comprehension strategies on the comprehension of descriptive, narrative, argumentative, and expository texts among Iraqi beginner, intermediate, and advanced EFL learners to investigate whether the benefits of cognitive reading strategies are consistent across EFL learners of different English proficiency levels and various text types. Hence, 300 Iraqi EFL learners were selected through a convenience sampling procedure from undergraduate students of Thi Qar University and were equally divided into three levels of English proficiency; each level included four experimental groups according to four text types. To measure the participants' improvement after implementing the treatment, 12 reading comprehension tests were constructed and administered twice, once before the study's treatment and once after the participants' exposure to cognitive reading comprehension strategies as a post-test. The findings implied the effectiveness of cognitive reading comprehension strategies for improving the comprehension of various text types among EFL learners of different proficiency levels. Moreover, it was revealed that cognitive reading comprehension strategies were more effective for the descriptive and the narrative texts. The results also showed that the intermediate and the advanced learners benefitted more than the beginners from the cognitive reading strategies
Why have L2 educators and researchers largely ignored the importance of L1 skills for L2 aptitude and L2 achievement?
Get PDFDespite the longstanding recognition of substantial individual differences (IDs) in L2 attainment, SLA/L2 researchers have a history of focusing primarily on universal characteristics and processes of language development. Theoretical work has failed to note and explore the nature and role of the strong evidence for large and stable IDs in early L1 attainment in all components of language development. Extensive research has also shown that there are strong relationships among IDs in L1 achievement, L2 aptitude, and L2 achievement outcomes. More recent investigations have found that prediction from the Modern Language Aptitude Test (MLAT), the strongest single predictor of L2 achievement, may be due largely to MLAT’s assessment of L1 abilities, reinforcing the position that IDs in L2 achievement are strongly related to and constrained by L1 achievement. Despite the evidence that students’ L2 achievement is closely related to their L1 achievement developed prior to L2 exposure, SLA/L2 researchers have largely failed to consider L1 skills as a factor that explains IDs in L2 achievement. Several hypotheses are proposed to explain why SLA/L2 researchers consider IDs in L1 attainment to be unimportant for L2 achievement
Developing writing competence in L2 Chinese classrooms: Research and application (1st edition), edited by Li Yang & Laura Valentín-Rivera
Get PDFAn L2 learner’s learning potential in writing has been characterized into two systems by Manchón’s (2011) dual approach: Learning-to-write (L2R) and writing-to-learn (W2L). While the L2R approach focuses on teaching L2 learners writing for the sake of being able to express themselves through a written text, the W2L approach focuses on integrating L2 learning tasks that aide language development outside of helping ameliorate the writing of learners (Yang & Valentín-Rivera, 2023). The W2L approach, which has also been supported by the idea that writing enables perpetuity in L2 learning as it allows learners to refer back to works that they have already created at a slower pace, thus allowing writers to also engage in the act of the explicit recall of memories while writing (Williams, 2012), has not thoroughly been explored in the context of the L2 learning of Mandarin Chinese. Thus, with this collection of cutting-edge empirical articles, alongside editor commentary, Yang and Valentín-Rivera acknowledge that there has been an emergence of work in L2 Chinese writing but that further research needs to be conducted to expand upon our current knowledge surrounding, and practices relating to, textuality and that they therefore hope to inform readers about successful strategies that can promote the language learning ability of non-heritage Chinese learners of every level while also providing a jumping point for further research (Yang & Valentín-Rivera, 2023)
EPR Governance Based on Architectural Techniques and Blockchain and Smart Contracts Technologies
Get PDFThis study proposes an archival management method for Electronic Health Records (EHRs) based on architectural techniques and Blockchain and Smart Contracts technologies to ensure governance, security, and privacy in Health 4.0 contexts. Given the increasing relevance of EHRs as sources of information, evidence, and research in digital healthcare ecosystems, the research highlights challenges related to data governance, interoperability, and cybersecurity. Through a qualitative, exploratory approach, the authors present a method structured in seven macro-processes, covering the EHR lifecycle from capture to permanent archival or disposal. The implementation of private Blockchain networks and Smart Contracts automates processes, guarantees data integrity, and strengthens patients' control over their personal data, aligned with legal frameworks for data protection. The findings reinforce the need for innovative archival practices and technological strategies to enhance efficiency, security, and transparency in healthcare information management. 
Evaluation of the Effectiveness of Risk Management in the Process of Acquisition of Information Technology in Public Administrations
Get PDFThis research investigates the effectiveness of risk management in Information Technology (IT) acquisitions within public administrations. Despite existing regulations and the recognized importance of risk assessment in public procurement, the study highlights a persistent lack of maturity in risk management practices among public organizations. This deficiency, as evidenced by various federal accountability agencies, leads to increased costs, project delays, and the failure to achieve institutional objectives in IT projects. The literature review explores academic studies on risks in IT contracts, focusing on public procurement. It examines models and approaches to risk management, including supplier selection, contract continuity, and the development of systematic methodologies for managing risks in public sector IT acquisitions. The research emphasizes the critical need for effective risk management to ensure the success and efficiency of public IT procurements, given their complexity and financial relevance. The study evaluates whether normative frameworks developed over a decade in Brazil effectively influence managers’ decisions and foster the creation of robust risk treatment mechanisms. Specifically, it analyzes IT acquisition processes to determine if risk analysis genuinely impacts decision-making, leading to the implementation of controls such as contractual clauses or documented managerial actions. To achieve this, an evaluation instrument was developed, validated through focus groups with experts from oversight bodies, and applied to a sample of 100 ICT procurement processes from ten federal agencies. The data were analyzed using Self-Organizing Maps (SOM), enabling the calculation of a Quality Index and a Consistency Index. The results revealed low maturity in risk management practices, with evidence that risk analyses are often performed merely as formal compliance, without effectively influencing decision-making. The study contributes by providing an instrument for assessing the effectiveness of risk management in ICT procurement, supporting oversight bodies and managers in strengthening governance practices
Looking into the Future of Language Learning and Technology with Carol A. Chapelle
Get PDFIn this reflective interview, Carol Chapelle traces her pioneering journey in language learning and technology (LLT), beginning in the late 1970s at the University of Illinois, where exposure to early computer-assisted language learning sparked her lifelong interest. Emphasizing that technology is an addition—not a replacement—for the human element in teaching, Chapelle discusses how evolving tools, including generative AI, both enhance and challenge pedagogical practice. She warns against misconceptions that students inherently know how to use technology for learning and that AI can replace educators. Instead, she advocates for equipping teachers with the expertise to guide students in leveraging technology productively. Chapelle highlights the importance of integrating LLT into teacher training and ongoing professional development. She also underscores the empowerment technology offers students, especially through access to cultural content and tools for linguistic analysis. For researchers, corpus linguistics exemplifies how technology transforms language study. Looking ahead, Chapelle foresees continued exploration of generative AI, acknowledging both its pedagogical potential and the uncertainty it introduces. Despite fears of AI replacing language education, she reaffirms the enduring human drive to learn language. This interview captures the evolving interplay between language, technology, and pedagogy from one of the field’s most influential voices
Tracing the Development of Research on Appraisal Theory within Systemic Functional Linguistics (2003-2025): A Bibliometric Analysis
Get PDFThis study aims to map the main research trends in Appraisal Theory within Systemic Functional Linguistics through a bibliometric analysis. We analyze papers retrieved from Scopus for the period of 2003–2025. Using VOSviewer, 231 articles meeting the inclusion criteria were examined. We analyze citation and co-citation metrics, bibliographic coupling, and keyword co-occurrence to illuminate fluctuations in publication volume, evolving research themes, impacted journals, and prominent authors in Appraisal Theory research. Findings indicate a steady yearly increase in publications. Four overarching trends emerge:(i) Exploring the interpersonal meaning of discourse through Appraisal Theory; (ii) Employing Critical Discourse Analysis via integration of corpus linguistics and Appraisal Theory; (iii) Examining evaluations of language users across specific contexts; (iv) Investigating targeted sub-aspects of Appraisal Theory. Citation analysis identifies Martin & White (2005) and White (2012) as the most cited works and pivotal authors in the field. Together, these insights enhance understanding of the scholarly landscape of Appraisal Theory and highlight promising directions for future research
Online English Learning Realities: Satisfaction and Challenges among Thai EFL University Students
Get PDFThis study examined the satisfaction and challenges encountered by 293 Thai university students in their online English learning experiences. Employing a mixed-methods approach, the data were collected through a 20-item questionnaire and a semi-structured interview. Quantitative findings reported a high overall level of satisfaction, indicating generally positive perceptions of online English learning. The highest-rated aspect was instructors, particularly for creating opportunities for students to ask questions and check their understanding. In contrast, the lowest-rated aspect was learners, especially regarding students’ ability to maintain focus during online lessons. Qualitative data revealed several key challenges, including poor internet connectivity, lack of interaction, distracting home environments, and instructors’ limited technological skills. Furthermore, the study also found that prolonged exposure to online learning led to long-term effects, such as reduced motivation, increased passivity, and weakened academic discipline that persisted even after returning to on-site classes. The study highlights the need for active instructor engagement, ongoing training in online teaching, student-centered course design, and structured support to help students regain motivation and discipline after passive online learning. This research contributes to support the improvement of more efficient and responsive online English instruction
Analysis of the use of Large-Scale Language Models (LLMs) in SMEs in the Guadalajara Metropolitan Area: Tools, Tasks, and Perceived Benefits
Get PDFThis research examines how Small and Medium-sized Enterprises (SMEs) in Guadalajara’s Metropolitan Area are incorporating Large Language Models (LLMs) into their operations. Beyond simply mapping adoption, it explores the specific tools in use, the tasks they support, the organizational areas they influence, and the benefits companies perceive from their implementation. Adopting a quantitative design, the study will draw on data collected through a questionnaire administered to a representative sample of SMEs across diverse sectors. Key variables, namely frequency of use, user profiles, functional areas involved, types of tasks performed, perceived advantages, and decision-making factors, will be systematically analyzed. Statistical techniques, including descriptive, comparative, and correlational analyses, will be applied to reveal usage patterns and relationships among variables. The resulting evidence will provide a nuanced picture of how LLMs are transforming the local business landscape. These insights aim to inform public policy and guide technological adoption strategies, fostering broader and more effective integration of Artificial Intelligence tools within SMEs in Jalisco
It Is About Time: Chronos/Kairos, Transformative Research, and Learning and Development
Get PDFThis article crafts a distinct conceptualization of time in social sciences through two temporal concepts: Chronos and Kairos. Chronos refers to sequential, linear time, which frames quantitative causality and qualitative documentation in research methodology. Kairos, however, captures time as transformative, conceptual, and emotional moments, representing significant and opportune instances of change. I argue that social sciences should incorporate Kairos to understand time beyond linear temporal sequences. A chronos/kairos distinction allows time to be represented at three levels: (1) a linear continuum for causal, quantitative aspects; (2) a static, analytical framework for qualitative categorization; and (3) a dynamic, creative grid, emphasizing moments that may shape identity in small but consequential ways. Kairos becomes significant in social sciences and education, where teachers and students capture significant moments through art, storytelling, or multimedia. This arts-integrated, action-oriented approach, called Transformative Research (TR), promotes a participatory and creative intervention where research time is not just measured of documented but designed, experienced, and told. Through TR, I advocate for a shift from chronological tracking to fostering Kairos as a path to capture meaningful, transformative experiences, inspiring a more sociocultural, action-grounded approach to research and professional practice